No significant difference between pet ownership was noted between participant and controls. Significant differences between ethnicities and pet ownership was noted (X2(2)=78.482, p<0.0005).

Differences between ethnicities were also significant between pet owners who had their animals spayed or neutered with 13 (34.2%) African American, 41 (58.6%) Caucasian, and 7 (31.8%) of Others (X2(2)=24.842, p<0.0005). Prior to the program and despite some description by the teacher about VSI and CAS, 42.11% of participants and 55.13% of controls had never heard of CAS.

Knowledge QuestionsEach of the questions involved a comparison for the pretest between control and participants and then posttest between control and participants.

Questions that did not change due to a high “correct” response rate initially have an asterisk. Questions that were not significant in the pretest, but were in the posttest are in bold and include p-values.

Change in AttitudesEmpathy Scale Questions–Intermediate Attitude Scale, Fireman Test, Missing Item Score, Animal Welfare Self-Score, Self-reported Volunteer Hours–No statistically significant change although trends did look like IAS score had increased and equalized groups.–IAS score was lower for African Americans on the pretest (p=0.003)–Animal welfare statements were all ranked as important before the program and had no ability to become higher.

Likert-Type Questions–Questions also looked at differences between pet ownership, school, and ethnicity. Only participant and control differences are reported here.–General statements regarding demographics are included without individual statistical analysis. Strongly agree, agree, disagree, or strongly disagree were presented as options. –Prettest versus posttest were compared for the controls and participants to determine whether changes in opinion occurred and whether they were due to the program.

Students were asked Likert Scale Type questions on surveys after each question. Answers are indicated here. These were only completed after the lesson so there is no control.

Change in BehaviorBehavioral Tracking

–This section uses a control group for comparison. –Students were asked about whether they intended to foster, volunteer, adopt, participate in training or educational programs. Results were all significant and are listed in the diagram to the right–Students were tracked for a variety of activities to try to document change as shown in the diagram below.

Views on VSI by TeamStudent Evaluations–Students reported field trip as favorite lesson and all other lessons were distributed more equally–130 (70.7%) of students felt VSI changed their ideas about science–Gave excellent insights on how to change program including decreasing length of some lessons Selected Tweets and quotes are included on the testimonials page. Teacher Program Evaluations–All schools participating in study have done VSI more than once–Felt curriculum relevant and valuable and partnership well-handled

CAS Teacher Evaluations–Partnership scores different from school grades–Hoped to work with all but one teacher again